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Despite the significance, university student start-ups and student entrepreneurship ecosystems (SEEs) have been subject to little research. This study aims to apply a qualitative emergent enquiry approach to explore best practice SEEs in Australia, complimented by narratives from leading scholars in higher education institutions with the aim of delineating the integrative components of SEEs.

Adopting the entrepreneurial ecosystem framework and aligned to the social cognitive theory, this paper explores the components and dynamics of SEEs, contributing to an understanding of how such components can better support the growth, sustainability and success of student start-ups. The authors extend entrepreneurship research on social construction using narrative research.

The findings provide guidelines for researchers, entrepreneurship scholars and educators, entrepreneurship students, policymakers and practitioners to enhance the impact and success of university student start-ups by adopting a student ecosystem approach.

The narratives represent a limited number of universities with an opportunity for further research to empirically measure the impact and outcomes of SEEs. The research is exploratory, inherently conceptual and emergent, providing an opportunity for validation of narrative frameworks in future studies.

The findings may assist university managers to be more aware of their own subconscious preferences to student entrepreneurship and start-up initiatives, which may be useful in refining their impact and offerings regarding a quest toward the entrepreneurial university.

From social perspectives, the alignment of the components of SEE has the ability to enhance and shift the entrepreneurial mindset of entrepreneurship students, notwithstanding enhancement of intentionality and self-efficacy.

This is the first study of SEEs in Australia, highlighting the importance of the integration of entrepreneurship education programs, entrepreneurship education ecosystems, the entrepreneurial university and specific start-up initiatives such as university accelerators. Furthermore, students may enhance their entrepreneurial mindset by actively engaging in such ecosystems.

The purpose of this paper is to clarify the relationship between embodiment and the experience of self, body, and work as mutual organisational relationships by focusing on the author's bodily experiences as a nurse, mother, educator and researcher living with Multiple Sclerosis (MS). The use of an autoethnographic framework contributes to work on embodiment and experience supporting the development of a self‐reflexive praxis of human action. It specially focuses on life experiences that become my stories as autoethnographic representations depicting the difficulties and challenges of living and working with chronic illness. It proposes the use of stories, specifically ante‐narratives, to highlight how making the invisible aspects of chronic illness visible; and contributes to work on organisational learning whereby knowledge drawn from the body can serve as a prospective sense‐making activity to help answer: Where is all this change and complexity heading? The paper aims to expand the domain of narrative paradigm that is normally found in the literature relevant to sociology, ethnography, and critical management studies, by gently extending the boundaries of understanding how to learn and respond as ways of inquiry.

The paper uses Ellis's research approach of autoethnography as a means to enhance the representational uniqueness and reflexivity in qualitative research. A personal story capturing lived experiences of living and working with chronic illness is used to illustrate how stories, specifically ante‐narrative, can provide access to bodily knowledge and glimpses into what Van Maanen calls the ethnographer's own taken‐for‐granted understandings of social world under scrutiny. My stories become the data that are the autoethnographic accounts, which include rigorous critical reflection and review through an autoethnographic lens, and, importantly reflexively shape the author's analysis of social and cultural practices of my being and becoming in the world.

The paper provides insights about how personal change is brought about as result of a confirmed diagnosis of MS. It suggests that storytelling contributes to the transformational process to learning about new routines in the management of MS, outlining how and why the development of leadership is important throughout the story‐telling process.

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to seek further ways of developing the methodological art of how to tell good stories.

The paper includes implications for the development of organisational learning activities, whereby qualitative researchers, particularly those undertaking autoethnographic studies, can seek to enhance the reflexivity of their own work, and for managing the dynamic balance between stability and change as being central to individual wellness.

This paper fulfils an identified need to study the benefits of living life as inquiry, as methodological process can enable and help clarify important issues about human development, growth and potential, both personally and for the caring professions. The value of this autoethnographic inquiry is that it provides an ongoing continual process of original inquiry, reflection, and action learning.

This chapter features our innovative endeavors to inquire into an African-American student's potentially sensitive stories in a methodologically fluid and ethically delicate manner through two generative methods: digital narrative inquiry and musical narrative inquiry. Through a meta-level “inquiry into inquiry” approach, this work explores how we engaged in the digital and musical restorying of the participant's “Wounded Healer” narrative and uncovered its dynamism, cultural richness, and nuances. We subsequently represented the findings in humanizing ways using multimedia and music. Drawing on the insights from exploring these novel methods of digital and musical inquiry, our work illuminates noteworthy elements of narrative research: generativity, transformativity, interpersonal ethics, aesthetic ethics, and communal ethics. Additionally, the potential issue of trustworthiness in fluid narrative inquiries is addressed.

This narrative inquiry examines teachers' influences on undergraduate/graduate students who enrolled in STEM programs and intended to enter STEM careers. Three National Science Foundation (NSF) scholarship grants sat in the backdrop. Narrative exemplars were crafted using the interpretative tools of broadening, burrowing, storying and restorying, fictionalization, and serial interpretation. Three diverse students' narratives constituted the science education cases: one from teacher education, another about cybertechnology, and a third involving cybersecurity. The influence of the university students' former teachers cohered around five themes: (1) same program-different narratives, (2) in loco parentis, (3) counterstories, (4) learning in small moments, and (5) the importance of the liberal arts in STEM education. The students' narratives form instructive models for their siblings and other students pursuing STEM degrees/careers. Most importantly, the multiperspectival stories of experiences capture the far-reaching impact of “unsung teachers” whose long-term influence is greatly underestimated by the public.

The purpose of this case study is to understand effect of Indian ethos, socio‐cultural setup, etc. on growth of family‐based business; impact of ethnicity and genetic intelligence on development of entrepreneurial traits, etc. in family business contexts in India.

The approach takes a single case study on an organized retail firm named Bothra Megabazar Private Limited in Rourkela, India to comprehend the established theories and literature on emergence and spread of business community/class in India known for its own ethos and values as a country. As a part of narrative enquiry method in qualitative research, it collects the narratives of central and peripheral characters in the respective business house through “story telling” and by “restorying” the same, understands and explains the family‐based entrepreneurial journey amidst business dynamics.

The important findings of this case study are manifold. It finds that there is inter‐connectedness of different aspects amounting for success/growth of family business entrepreneurs and enterprises. Some of these factors are deep‐seated Indian ethos and values, multiple family and social networks, joint and undivided family structure, inheritance of family business down the generations, financial backing from members of family and social networks, long standing experience in trade, genetic intelligence across generations, internal capacity building with unique style of leadership and high‐risk appetite, etc.

With its focus on one specific community like Bani(y)as or Marwaris in Indian business society, the case may not justify the understandings on genetic intelligence in case of other communities/class. However, the study elaborates scope of future studies in the same direction.

Practicing managers and research scholars can use this case for understanding of the key success/growth factors behind socio‐culturally guided family‐based business enterprises.

The paper presents a case that is original.

In order to teach science effectively, teachers need a strong background in science content as well as an understanding of productive methods of teaching. This includes inquiry-based learning that will cultivate conceptual development of science concepts with their students. Furthermore, it is imperative to use student-focused activities in high-needs schools to engage all students, particularly students of color, in the learning process. As a result, faculty from the teachHOUSTON Program and the Department of Physics at the University of Houston produced a Physics by Inquiry course to engage middle school and high school preservice teachers in interactive, inquiry-based teaching pedagogies for physics. This chapter provides an overview of the course. It also highlights the benefits of including such a course in a STEM teacher education program.

The purpose of the present study was to examine the choice of conflict management strategies made by servant leaders.

The present qualitative study uses the method of narrative enquiry within the framework of interpretative phenomenological analysis (Smith et al., 2009) to capture the life experiences as lived.

The study suggests that the servant leaders manifest conflict management styles which are more persuasive, humane and participative. Their chief strategies for resolving subordinate-subordinate conflict are initial diagnosis of the situation; leader’s intervention in facilitating an amicable solution; and impartiality of the leader while effecting resolution of conflict. Diagnosis of the conflict situation, self-restraint, patience, composure and humility of the servant leader have emerged as major leadership characteristics, as well as strategies for dealing with any provocative employee behavior.

Insight provided by this study into alternate strategies for conflict resolution will guide the academicians, working managers and trainers to understand and practice the process of managing conflict in a more humane way.

Despite the presence of a few studies linking leadership style with the choice of conflict resolution strategies, an important gap till now has been the absence of leaders’ personal account of their experiences, reflections and analysis in their choice of conflict resolution strategies. This study seeks to investigate the approach of servant leaders when they handle subordinate-subordinate and superior-subordinate conflict.

Sambalpuri Bastralaya Handloom Co‐operative Society Limited (SBHCSL), or “Bastralaya”, is a rural community‐based cooperative enterprise in the Western province of state Odisha in India. Weaver‐members are self‐employed in a home‐based weaving system and use their tacit traditional knowledge and expertise. Undertaking a case study of this enterprise, the purpose of this paper is to explain traditional knowledge management process of the community.

A total of 40 respondents from among enterprise employees, members of weaving and sales branches, members of government/ non‐government agencies were interviewed/ observed. A qualitative research method called “narrative enquiry” was used to restory and interpret respondents' data and stories gathered from the field study. Analysis of documents was also a method used.

For management of knowledge processes, Bastralaya focuses on creating members' skills and knowledge, i.e. creation of contextual skills and knowledge, in addition to existing generic tacit knowledge; building members' competence and capturing new knowledge; crystallizing new knowledge for customer‐focused design and organizational learning; and finally, knowledge preservation and internalization. Community weavers inherit traditional weaving knowledge across generations and learn informally through interaction, observation, socialization, co‐operation and apprenticeships in the natural settings of the co‐operative enterprise system.

In the light of knowledge management models, this paper explains the process of knowledge preservation and dissemination in rural weaving community enterprises and can also be used to understand rural micro enterprises.